Presents an overview of "constructivist" models of speech perception and information processing and reviews a variety of aural comprehension evaluation techniques which reflect those models. (PMJ)

In standard listening-speaking situations, non-verbal clues are normally used. These clues complement speech; they give added information about the speaker; and they probably have different meanings in different cultures. Therefore two types of listening situations should be tested: hearing only, and hearing and seeing. (AMH)

A study conducted in a Canadian secondary school found that students with a larger inventory of native English vocabulary were better able to recognize cognates in French language instruction. (MLA)

Suggests new approaches to the problem of listening comprehension for advanced foreign language learners. (Author)

Ways of improving the present procedure for administering this test were determined in an experiment in which this procedure was compared with three others. (KM)

The BBC's French educational programs are valuable for classroom use. Use of worksheets with essay questions, filling in blanks in a passage, and writing equivalents of phrases can test pupils' comprehension. Tape copying is discussed, and a sample worksheet appended. (CHK)

Various ways to use foreign language radio broadcasts in comprehension practice, speaking practice, and written work are outlined. BBC and other broadcasts in several languages are listed and annotated as to age level and topics. (CHK)

Outlines the goals and content of the syllabus aimed at developing reading and listening comprehension in a beginners' course in German. Types of written and spoken texts; language register used; language structure patterns desired; lexis and vocabulary; and language function are discussed as they are included in the syllabus. (CHK)

In using the BBC French broadcasts, stereo tape-recorders, individual tapes in the language laboratory, individual cassette recordings for take-home use, and worksheets with vocabulary and comprehension questions are all valuable instructional aids. (CHK)

Wherever aural comprehension is prized, together with literacy and ability to read the foreign language, dictation may be found to be both profitable for teaching and valid for testing. It must not be presented as a series of spelling traps but as a realistic language activity. (Author/CFM)

Listening comprehension exercises in second language instruction are expected to: (1) increase students' efficiency at message extraction, and (2) lead to assimilation of new vocabulary and expressions. Data from a small experiment using such exercises illustrate the distinctions drawn and the limitations. (CHK)

The typical day of a student travelling in France is outlined, with discussion of the different types of language he would be exposed to. Ways in which classroom teaching can provide similar experience are suggested, and abilities involved in listening and reading which are not language-specific are discussed. (RM)

An extra-curricular Russian course in York, England, is outlined. Course materials and texts are described. Intensive oral skills introduction sets the stage for development of other skills; speaking and listening skills at the end of the course are impressive. Reading is done as homework and related to aural-oral development. (CHK)

Rather than learning just a series of responses to drills, a student can learn "real" French by using L2-L2 (second language) precis work in the language laboratory. The student listens to a previously unheard text and then reproduces it in a shortened form. (CFM)